2.1: Brainstorm for the Essay
This resource was written by Jaclyn M. Wells.
Last edited by Allen Brizee on March 23, 2009 .
This resource covers methods of developing ideas for the essay you will be required to write.
After you have a good grasp of what the prompt is asking, you should figure out how you will respond. You may have heard teachers refer to this stage as pre-writing. At this stage, you should brainstorm many ideas. You won’t necessarily use all of the ideas you come up with, but it’s helpful to have lots of ideas to choose from when planning your essay. After you have gathered many ideas, you’ll work on figuring out your main idea. Even though you may feel rushed to begin writing right away, it’s important to take some time to go through this step to make sure you have an interesting main idea and plenty of supporting points.
You might use one or both of the following methods to gather your ideas. Experiment with both of them to see what best helps you brainstorm your ideas.
Brainstorming Method 1: Idea Map
Drawing a map of your ideas is helpful in many ways. First, people often find that seeing a visual representation of their thoughts helps them to add more ideas and sort through them. Also, drawing a map might help you see how your thoughts connect to one another, which will help you when you begin organizing your essay.
In the center of the map, write your topic and draw a circle around it. When you come up with a new idea, write it down, draw a circle around it, and draw a line to show how it connects to the topic in the center and/or the other ideas you’ve written down. Look at the main ideas you’ve written and see if you can think of other ideas that connect to them. Remember that it is okay—actually, it is great—if you have many ideas right now. You won’t necessarily use all of them in your essay, but all it’s important to collect many ideas right now. The map below uses the sample essay topic from the previous resource to show you what an idea map might look like.
To practice with this brainstorming method, draw your own idea map using the sample essay topic.
Brainstorming Method 2: Idea List
Rather than draw a map, some people prefer to brainstorm by simply listing their ideas. This is a fairly straightforward method of brainstorming ideas. Though not as visual as an idea map, lists are a great way of finding and recording your ideas. Idea lists help you “mine” your ideas so that you have many to choose from and also help you find a main idea and supporting points, which will be useful as you plan your essay.
At the top of your list, write your topic. Writing out your topic helps you focus on it. Then, list the ideas you think of in the order that they come to you. You can use many lists to find supporting points for each of your ideas. The lists below use the sample essay topic above to show you what idea lists might look like.
Example Idea List
What is an important goal I have for the next few years?
- finishing school
- getting a better job
- keeping in touch with my friends and family
- learning a new language
How can I achieve my goal?
- to finish school, I can figure out what my goals are for school, find a school that fits my goals, and apply to schools and for financial aid
- to get a better job, I can finish school, learn a new language, search for jobs, prepare my applications, and make a list of people who will give me a good reference
- to keep in touch with my friends and family, I can make a list of everyone’s contact information, like addresses, phone numbers, and email
- to learn a new language, I can pick what language I want to learn, get a dictionary, and find a class
To practice with this brainstorming method, make your own idea list using the sample essay topic.
This guide has been written to give a simple explanation of the use of the semi-colon (;) and colon (:). It explains how they can be used effectively and gives examples of their main uses.
Other Useful Guides: Using the apostrophe, Using the comma, Sentence structure.
The semi-colon represents a break within a sentence that is stronger than a comma, but less final than a full stop. It enables the writer to avoid over use of the comma and preserves the finality of the full stop. Semi-colons are used to separate items in a list and to link closely related sentences.
To separate items in a list
Use the semi-colon to separate items in a list when one or more items contain a comma. (These examples use a colon to introduce items in the list. An explanation of the use of the colon is given below.)
The speakers were: Dr Sally Meadows, Biology; Dr Fred Eliot, Animal Welfare; Ms Gerri Taylor, Sociology; and Prof. Julie Briggs, Chemistry.
The four venues will be: Middleton Hall, Manchester; Highton House, Liverpool; Marsden Hall, Leeds; and the Ashton Centre, Sheffield.
The main points in favour of the system were that it would save time for buying, accounts and on-site staff; it would be welcome by the reception staff; it would use fewer resources; and it would be compatible with earlier systems.
To link sentences which are closely related
Closely related sentences are often linked to emphasise their relationship and to vary the pace of the writing. For example:
I read the book in one evening. It was not very helpful.
One way to link these sentences is with a comma and a word such as and, or, but, nor, for, so, yet (called co-ordinating conjunctions).
I read the book in one evening, but it was not very helpful.
For variety in sentence structure, the semi-colon can be used to link closely related sentences instead of a co-ordinating conjunction and comma.
I read the book in one evening; it was not very helpful.
The semi-colon tells the reader that the second clause is closely linked to the first clause. Note how sentences joined in this way are similar in either theme or grammatical structure as shown in the example below.
Personal writing utilises the first person form; impersonal writing utilises the third person form.
He was nervous about giving the speech; he asked for water several times.
The deadline has come forward a week; everyone's help will be needed.
For use with otherwise, however, therefore…
The semi-colon can be used to link sentences which also use words such as otherwise, however, therefore, as connectors. These connectors (known as conjunctive adverbs) also include: moreover, nevertheless, thus, besides, accordingly, consequently, instead, hence.
I did not finish reading the text; instead, I watched the news.
(Notice that the connecting word instead is followed by a comma.)
The research is far from conclusive; nevertheless, it has some value in this case.
Dr Suptri argues that the research shows an increase in such occurrences; however, many experts would dispute this.
The colon acts as a pause which introduces related information. It indicates that the reader should look forward to information that follows on from the earlier statement. Some of the main ways a colon can be used are shown below.
To introduce a list
The colon can be used to introduce the items in a list.
Topics discussed will include: the structure of viruses, virus families and current concerns in virology.
Students joining the department undertake to: attend all lectures and tutorials, meet deadlines for written work and contribute to tutorials and seminars
To introduce an explanation, conclusion or amplification
The colon can also be used to introduce an explanation, conclusion or amplification of an earlier statement. The use of the colon separates and highlights the second statement, showing that it follows on from the first.
Tai chi is more than a form of physical exercise: it is meditation in movement.
After extensive research, the committee came to its conclusion: development could not take place without further funding.
The semi-colon and colon are often underused, yet their correct use can enhance the clarity of your writing. Beware of an over dependence on the comma and full stop, as this can make for ambiguous and repetitive sentence structure. Look in your writing for opportunities to use the semi-colon and colon in the ways described in this guide.